Classroom Factors and Language Learning Anxiety: 2019-2024 Bibliometric Review

Abstract

Language learning anxiety poses significant challenges for students, impacting their ability to acquire new languages. This study investigates the influence of classroom factors on language learning anxiety from 2019 to 2024, particularly in the context of the COVID-19 pandemic. Using a bibliometric approach, it analyzes trends in research and identifies key contributors in the field. The findings indicate that supportive classroom environments, characterized by positive teacher-student interactions and peer support, are crucial in mitigating anxiety. The shift to online and hybrid learning has introduced new dynamics that affect students' emotional well-being, with technology playing a dual role in both alleviating and exacerbating anxiety. Despite an increase in studies addressing these issues, much of the existing literature remains fragmented, focusing on isolated factors rather than the complex interplay of multiple classroom dynamics. This study highlights the need for a more integrated understanding of how various elements contribute to language learning anxiety. By mapping influential studies and emerging themes, this bibliometric review provides valuable insights for educators and policymakers. It emphasizes the importance of creating inclusive and supportive learning environments that address anxiety comprehensively. Ultimately, this research serves as a roadmap for future investigations into classroom-related language learning anxiety, guiding efforts to enhance educational practices and improve student outcomes in diverse learning contexts.